ASSESSING PROFESSIONAL EDUCATION AND THE DEVELOPMENT OF 21ST-CENTURY SKILLS AMONG HIGHER NATIONAL DIPLOMA STUDENTS IN MFOUNDI DIVISION, CAMEROON

Kenneth Yuomeyse

Abstract


This research explored the relationship between professional education and the development of 21st-century skills among Higher National Diploma (HND) students in professional higher education institutions. The impetus for this study arose from concerns about the employability of HND graduates, despite the ongoing initiatives by the Cameroonian higher education system to professionalize training and align curricula with the demands of the labor market. Specifically, the research examined the relationships among professional curriculum content, innovative teaching methods, school infrastructure, and the development of 21st-century skills. A descriptive survey research design was utilized. The study included 200 HND students who were selected through a simple random sampling method. Data collection was conducted using structured questionnaires, and the analysis was performed using descriptive statistics, Pearson product-moment correlation, and multiple regression analysis. The results indicated significant positive correlations between 21st-century skills and innovative teaching methods (r = .770, p < .001), curriculum content (r = .898, p < .001), and school infrastructure (r = .540, p < .001). The multiple regression analysis revealed that the three predictors collectively accounted for 89.6% of the variance in students' 21st-century skills (R² adjusted = .896), with the overall model being statistically significant, F(3,196) = 569.786, p < .001. These findings underscore the importance of curriculum relevance, innovative pedagogy, and supportive learning infrastructure in fostering employability-oriented 21st-century skills. The study advocates for enhanced collaboration among higher education institutions, government entities, employers, and other stakeholders to modernize HND curricula, bolster innovative teaching practices, broaden digital and practical learning opportunities, and improve educational infrastructure to boost graduate employability in Cameroon.

Keywords


professional education; Higher National Diploma; 21st-century skills; employability; curriculum content; innovative teaching methods; school infrastructure

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References


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DOI: http://dx.doi.org/10.46827/ejes.v13i10.7041

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